Abstract:
Despite the numerous studies conducted on supervision, there is a lack of qualitative
investigations focused on understanding the intricacies of the co-supervisory
relationship experienced by M.Phil. students at the department of a university in Ghana.
Therefore, this study aimed to critically examine the challenges faced by students under
two supervisors and explore how these obstacles hinder the success of postgraduate
research students. Employing a phenomenological research design, the study focuses
on M.Phil. students and utilizes focus group discussions and semi-structured interviews
as data collection tools. The sample consists of 27 participants, including 24 past
M.Phil. students who completed their theses between 2011/2012 and 2016/2017
academic sessions, as well as three supervisors with at least five years of co-supervisory
experience in the department. The findings revealed that students have a diminished
desire for co-supervision due to a lack of proper mentorship and the controversies
surrounding it. Communication breakdowns, power dynamics among supervisors,
delayed feedback, conflicting advice, blurred lines of responsibility, low commitment
levels from both supervisors and students, intellectual disagreements among
supervisors (particularly regarding methodology in chapter three), and difficulties in
data analysis and report writing in chapter four were among the major factors
contributing to negative co-supervisory experiences reported by the participating
students. To address these issues, students propose the implementation of innovative
methods for coordinating co-supervision within the department. They also emphasise
the importance of students’ commitment to their work and the development of effective
strategies for managing any differences that may arise between them and their
supervisors. In light of these findings, the study recommends that the School of
Graduate Studies urgently establish measures to improve the co-supervisory experience
for M.Phil. students
Description:
A thesis in the University of Education, Winneba
Faculty of Educational Studies, submitted to the school of
Graduate Studies in partial fulfilment
of the requirements for the award of the degree of
Master of Philosophy
(Educational Administration and Management)
in the University of Education, Winneba
